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CATECHISM 

By H. H. (CHERRY, President 

Western Ksntucky State Normal School 

BOWLING GREEN, KENTUCKY 



The Western Kentucky State Normal School belongs to the 
people of the Commonwealth. It is a Human Stock Company. 
The people are the stockholders. It was created in the interest 
of moral, intellectual, physical and industrial thrift. Its dividends 
go to all the people of the State and all the tax-payers contribute to 
its financial support. The Board of Regents, President, Faculty 
and Students and other persons held responsible for its man- 
agement and work, have done everything within their power to 
make the institution an eminent success and a strong and effi- 
cient factor in the work of training the teachers of the Common- 
wealth. We most earnestly and respectfully petition the General 
Assembly and the people of the Commonwealth to investigate 
the educational service the institution is rendering and to give it 
such material assistance as it in their opinion deserves. We 
invite a careful study of this catechism. 



Biennial Report 

Of the Board of Regents 
of the Western Kentucky 
State Normal School 



BOWLING GREEN 



KENTUCKY 



•13 6,2. rf 3 



P. of D. 

MAR 23 1917 






Western's Creed 



THE Western Kentucky State Normal School believes in 
and is working earnestly for the greater Commonwealth — 
a land of happy homes where moral, intellectual, religious, 
social and industrial ideals flourish and flowers bloom; a land 
dotted with schools taught by consecrated teachers, crowded with 
our noble boys and girls preparing for spiritual and intellectual 
enjoyment and for service in the occupation they are to pursue; a 
land where an earnest effort is made to give every human mind 
a healthy body in which to work; a land of Christian ideals, 
with good roads leading from neighbor to neighbor and from 
everywhere to the church, the school, and the market; a land 
where every inch of soil is fertilized with constructive thought, 
with human brains and conscience, yielding an abundant harvest 
to be transmuted into patriotic life; a land of industrial standards 
made in the image of justice; a land of work, worth and service 
determining the real value of man; a land where demagoguery, 
political trickery, and incompetency have been banished and the 
fundamentals of real progress established; a land where every 
citizen carries the ballot in his conscience when he enters the vot- 
ing booth; a land where public opinion enforces the right and 
leavens life; a land of brothers, fellowship, good-will, Christian 
liberty and individuality; a land of lofty ideals, of love, of 
charity; a land where the spiritual prevails over the material 
and the intellectual is vitalized with conscience; a land where 
moral and intellectual initiative is encouraged and individuality 
is enthroned; a land where honor rules and Democracy is crowned, 
and a land where the schools interpret the principles enunciated 
in this creed into their courses of study and make every school a 
human nursery where healthy ideas grow and human individual- 
ities flourish. 



Bowling Green, Kentucky, January 7, 1916. 

To the Governor and General Assembly of Kentucky, 
Frankfort, Kentucky. 

Gentlemen : 

We have the honor to submit for the biennial report of the 
Western Kentucky State Normal School the following interesting 
and instructive catechism which was prepared by President H. H. 
Cherry. 

Respectfully yours, 

V. O. Gilbert, 
W. J. Gooch, 
H. K. Cole, 
J. Whit Potter, 
John P. Haswell, 

Board of Regents, 
Western Kentucky State Normal School. 



CATECHISM 

By H. H. CHERRY, President 
Western Kentucky State Normal School 

BOWLING GREEN, KY. 



What Is the Commonwealth? 

The Commonwealth is an organism composed of human beings who are capable of 
growth or degeneration, intelligent patriotism or anarchy, of waste or of thrift, of physical 
health or of disease. 

What Are Some of the Qualities of the Great Commonwealth? 

The great Commonwealth has vision, purpose and unity of effort. It has moral, 
intellectual and industrial ideals and works to accomplish them. It is affirmative and 
fearless. These qualities depend upon the people composing the Commonwealth. 

What Does the Commonwealth Seek to Do? 

The Commonwealth seeks through a diffusion of knowledge and character, through 
an "atmosphere of souls," through the ethical nature of man and his inherent desire to be 
free and just, to bring the great mass of human beings together into a hemisphere of inter- 
dependent, associated common life where the importance of every human being, and every 
honorable occupation is emphasized and where the individual is given an opportunity to 
enjoy spiritual and industrial freedom and to be prosperous and happy. It seeks to give 
every citizen, whether he lives in the country or in the city, on the hill or in the valley, 
in the hut or in the mansion, a chance to live and a chance to grow. The triumph of 
Democracy in the Commonwealth depends upon the triumph of Democracy in the souls 
of the people. The spirit of Democracy is poured into the Commonwealth through the 
thoughts of the people. 

Give Some Idea of an Ideal Commonwealth. 

The ideal Commonwealth has moral, intellectual and executive spontaneity. It grows. 
It grows because it has the divine contagion of human personality and good citizenship; 
because it is itself a great lesson in progressive life, and because its public officials, its public 
sentiment, its vision, its ideals, its patriotism, its laws, and its citizens are moral, patriotic 
and just. It grows because it is a living, growing organism, nourished by a spiritual atmos- 
phere, a spiritual soil, a spiritual sunshine and a spiritual shower. 

What Is the First Duty of the Commonwealth? 

The first duty of the Commonwealth, and its first necessity, is to provide for training 
which will guarantee the intelligence and promote the integrity of its citizens. This must 
be accomplished largely through a harmonized and articulated school system under Govern- 
ment direction and supported by district, county and State taxation. Our system of schools 



must include elementary schools, secondary schools, normal schools and the State university. 
In order to put this system into effective operation we must have teachers of scholarship, 
character and personality, modern school buildings, with modern equipment and grounds, 
intelligent sanitation and democratized courses of study that will offer boys and girls, men 
and women, a chance to prepare for spiritual and intellectual enjoyment and for service 
in the occupation they are to pursue in life. 

What Is the Relation that Exists Between the Commonwealth and Education? 

When we look deeply into the sources of influence that must administer, rule and per- 
petuate our country, we discover that the education of all of the people for their chosen work 
is not at all a question of choice, conscious design, or deliberate mental act, but an inevitable 
and inherent relation from which we can not escape. The Declaration of Independence is 
the greatest educational program ever presented to the world. Its own fundamentals 
depend upon universal intelligence and righteousness. When Thomas Jefferson, the world's 
champion of a practical Democracy, declared the consent of the governed to be the true 
foundation of all just authority, he affirmed his allegiance to a school system that articulates 
with the masses and gives each person an opportunity to prepare for his chosen work. 
Government by the consent of the governed is the mother of public education. In a De- 
mocracy, consent, in the hands of a starving, unproductive, intolerant, ignorant citizenship 
would become an anarchy. There is no such thing as a free Commonwealth without free 
men, and we can not have a free and enlightened citizenship without free and efficient 
schools. 

Can the Commonwealth Be Bestowed? 

We can sharpen a pencil by putting it into a pencil sharpener and turning a crank. 
We can make a wooden box by sawing off some pieces of plank and nailing them together, 
but we can not produce a great Commonwealth in that way. It must be achieved through 
a diffusion of knowledge and character among the people. The Commonwealth's idealiza- 
tion of education is the result of the law of self-preservation. It recognizes its own being 
as an organism composed of spiritual atoms that are capable of patriotic conduct. It is 
natural for our Commonwealth to idealize an intelligent, active, rational citizen because 
it realizes that it takes a full-grown mind to reach and a full-grown heart to feel a full- 
grown democratic Commonwealth. It will take full-grown citizens to make a full-grown 
Commonwealth and a full-grown school system, developed to its highest degree of efficiency, 
to make full-grown citizens. 

What Was the Fundamental Thought that Prompted the Establishment of Normal Schools 
in the Commonwealth? 

The Commonwealth that has the men has the present, the Commonwealth that has 
the schools has the future, and the Commonwealth that has the teachers has the schools. 
It is a progressive statesmanship that realizes that what is desired in the life of the Com- 
monwealth must be developed in the lives of those teachers who train the children of the 
Commonwealth. The normal schools were established in the interest of moral, intellectual, 
spiritual, physical and industrial thrift. They seek to accomplish the end for which they 
were established by giving the teachers an opportunity to have more life to give to the children 
of the Commonwealth. 



What Is the Logical Place of a Normal School in the School System? 

Behind an efficient Commonwealth is an efficient citizenship; behind an efficient 
citizenship is an efficient public school system; behind an efficient public school system is 
the efficient teacher; behind the efficient teacher are the normal schools and other agencies 
that seek to train the teachers for efficiency. The normal schools are inseparably linked 
with the public schools of the State. They live and breathe together. They are an organic 
part of the public school system. Any man who is against the normal schools is against 
the public schools. 

Can We Have Good Schools Without Good Teachers? 

I fear we sometimes try to bring about school reform by external, mechanical methods 
rather than by inspired personal leadership. The teachers too frequently look for educa- 
tional reform in an untried educational theory rather than in a personal resurrection. Be- 
hind number lies the power of personality. Behind every great school lies a great soul, 
the constructive personality of a great teacher. We may have modern schoolhouses, 
longer school terms, local taxation, consolidation, and all other things that enter into a 
well-ordered school and school community, but without the vitalizing touch of qualified 
teachers, schoolhouses will become dead matter, the school term will be too long, local 
taxation unprofitable, and consolidation a failure. Wherever you find educational effi- 
ciency, you will find the commanding personality of a teacher. Put a poor teacher in a 
modern schoolhouse, with its modern equipment and attractive grounds, and you will 
still have a poor school. Put a good teacher in a poor schoolhouse, with poor equipment, 
and you will have a pretty good school, if not a good school and, as a result of the influence 
of the teacher, you will have, in a short time, a modern school building, modern equipment 
and a local educational interest. Educational enthusiasm will go visiting when the poor 
teacher enters the community. We may champion various methods of educational reform 
to find, in the end, that the qualified teacher marches at the head of educational progress. 
Even a live, democratized course of study will die in the hands of a dead teacher and will 
bring disappointment to the people and create the reactionary spirit in the school com- 
munity. The teaching of agriculture, and all other forms of vocational training, and all 
other good things that are natural parts of the organic life of the school, will languish and 
die unless vitalized by leadership. It is dangerous for educational reform to reach the 
school ahead of a trained and reformed teacher. 

What Is the Greatest Need of the Commonwealth in its Work of Developing Communities? 

I knew Bill when he was a boy. He is now a great citizen, but his early outlook on 
life was quite gloomy. Bill had native ability, but was without vision and ambition. He 
entered a school that was taught by a great teacher who had given himself rich preparation 
for his chosen work and who was great in preparation, purpose, sympathy and service. 
The light of his teacher soon lighted up the life of Bill and he decided to be and to do some- 
thing in life. He said: "I am going to be an oculist. I am going to be the best oculist in 
this country." An over-mastering purpose possessed him and became a faith, a fire in the 
home of his soul. His teacher unconsciously led him to see that his success in the treatment 
of the eye depended largely upon his own ability to see, not only with the physical eye, 
but with the eye of the spirit. Bill studied hard and advanced rapidly. Everything he 
did and everything he studied seemed to be related in some way or some how to an effort 



to make the blind see. His purpose was a patriotism, and not a commercialism, a service 
and not a fee, a life and not a vocation. Bill entered a school that offered a special course 
for the study of the eye and graduated with honors. He located in a community that offered 
splendid opportunities for his work and commenced treating the eye. Blind Jim lived 
in the community where Bill worked and he went to Bill one day and asked for eyes that 
would enable him to see. He had knocked at the door of other oculists, only to be turned 
back into a dark world. Bill, fired by a desire to help the blind to see, made a trial of his 
faith. The light of his life lighted the eyes of blind Jim and he was able to see. People 
heard about the remarkable cure and came from all directions seeking light. In the prepara- 
tion of this little story I have emphasized that the school is the oculist and the community 
is the eye, and the light of the eye depends upon the light of the oculist. I have emphasized 
that the greatest need of the community is leadership and that influence, whether personal 
or institutional, is largely inherent in personality. The best thing in human endeavor is a 
human being, and the best thing in a school is the conquering personality of a great teacher. 
The majority of the rural communities of Kentucky are blind Jims that need a Bill. 

What Is the Economic Value of Training Teachers? 

The work of transmuting the school fund and all other money raised for education 
into effective human power into a greater Commonwealth is the most vital economic and 
spiritual problem that is now before the people. Millions of dollars appropriated for edu- 
cation have been squandered upon inefficient teaching and this waste will continue until 
stopped through the development of a qualified and stable teaching profession. Agricul- 
tural progress recognizes a waste in every nubbin ear of corn, and then it proceeds to make 
big ears of corn and to stop the waste by operating on the farmer. Fundamental educa- 
tional progress recognizes every poor school as a tremendous waste to the community and 
to the Commonwealth, and then it proceeds to have a better school and to stop the waste 
by operating on the teacher. The returns from the three and one-half millions of dollars, 
appropriated out of the treasury of the Commonwealth annually, for the education of our 
children, depend finally upon the character of the teachers employed in our schools, upon 
their mental, moral and religious qualities, their ideals in life; their breadth, their depth, 
their fullness and fineness; their culture, and their skill in teaching. Add to the qualifica- 
tion and salary of the teacher, to the scope of the work and influence of the normal schools 
and to all other agencies that will develop teaching power, and we will subtract from a 
tremendous waste of the school fund and, at the same time, add to the intelligence and earn- 
ing capacity of the people. Saying nothing of spiritual values, I feel sure that even on an 
economic basis that the normal schools have saved the Commonwealth a large sum of 
money — many, many times their cost, through the very effective work they have done 
for the teachers of the Commonwealth. 

What Influence Has Education Upon the Industrial Development of the Commonwealth? 

The school is a pioneer that reaches the industrial world through the world of mind. 
The efficient school precedes thinking capacity; thinking capacity precedes earning capacity, 
and earning capacity precedes industrial progress. Human thought is the ticker that tells 
what every inch of property is worth. 

Extend the vision of mind and you broaden the fields of commerce; build up the effi- 
ciency of the school and you quicken industrial life; build and equip a modern school build- 
ing in every community in the Commonwealth, adopt courses of study that will prepare 



for the work of life, and employ teachers who have the teacher's vision and the teacher's 
preparation and the Commonwealth will experience a new moral, intellectual and industrial 
birth. 

Live schools, constructive citizens and a sane commerce travel together. The schools 
assist in solving the fiscal and social problems of the home and of the Commonwealth by 
increasing the productive capacity of the people, by developing a citizenship whose good 
behavior will reduce the expense for criminal prosecutions and make additions to jails 
and penitentiaries unnecessary, and by making every person a productive, honest citizen 
who puts public interest above private gain. 

The people have not always supported the schools, because they regarded them as a 
tax. They must be shown that ignorance is a tax, and that the school is an investment that 
pays two dividends, one in more life, and one in more property. 

Would There Be Any Economy in Curtailing or Withholding Liberal Support from any In- 
stitution or Agency of Life that Is Effectively Transmuting Money into Human Power? 

Any man who tries to improve the economic affairs of the Commonwealth by curtailing 
legitimately, economically and efficiently administered material support to better homes, 
better teachers, better schools, better health, better agriculture, better roads, and to all 
other things that make a productive citizen, proceeds on the theory that the way to improve 
a house is to tear it down; that the way to be rescued from a leaking boat is to sink the boat; 
that the way to improve the life and business of the Commonwealth is to stop the cur- 
rents of thought. Any man who advocates a policy of withdrawing or withholding needed 
support from the normal schools and the work of training teachers for efficient service in 
the Commonwealth proceeds upon the theory that the way to stop a leak is to make it 
larger. 

What Is the Sphere and Mission of Normal Schools? 

While it may be truly said that the normal schools are not the exclusive agents for 
the training of teachers, they certainly are the Commonwealth's chief agents. They are 
expected to build up the professional spirit, to establish educational standards, to create 
ideals and to send out men and women trained for leadership in the Commonwealth. For 
the realization of these ideals they have striven vigorously for mastery of the subject- 
matter, to secure efficient execution, for high ideals, to assure proper direction, for a spirit 
of democracy that all may be willing to serve, and for the growth of individual personality, 
and for the development of a sane, safe and wholesome moral and religious character. 

Have These Ideals Been Attained by the Western Normal? 

That these ideals have been attained, in a large measure, is attested by the influence 
that the students of the institution have had in raising the standard of educational ideals 
and of the standard of living. It is a matter of common comment that our students have 
become not only leaders in teaching children, but that they have learned the art of going 
far beyond the four walls of the school room to build up the communities in which they live 
and labor. These activities, beyond the school room, have resulted in a better attendance 
at the school, in better teachers, in community campaigns for better health conditions, 
in improvement of our roads, in a wide range of agricultural advancement, in the improve- 
ment of homes and home-making, in the sustaining of night schools, in the conducting of 
better institutes, in the construction of better school buildings, in an improvement of the 



school grounds, in an increase of the number of graded and consolidated schools and in a 
growing sentiment for consolidated schools. 

What Is the Western Normal Doing in the Way of Preparing Citizens for the Duties of 
Citizenship? 

We shall fail to develop and perpetuate the ideals of a democracy unless the schools 
recognize the necessity of training our youth for citizenship. The school that is not itself 
aglow with enthusiasm for refinement, beauty, sincerity, truth, righteousness, can never 
kindle in those under its charge this flame of the higher patriotism. 

The school must vitalize its efforts with human interests and honor and practice noble 
life in the recitation, in the examination, on the play-ground and elsewhere. Patriotism 
is life; it is a principle, a divine and human fundamental. 

The roots of pure, undefiled patriotism run deep in the laws of mind. It is a character 
forged in the soul. Old Glory floating over the schoolhouse will not go far toward the 
development of civic virtue unless the school carries Old Glory in its heart, supports it in 
its courses of study and defends its sacred honor in its daily conduct. The Western Normal 
is doing all within its power to develop schools that will stand at the life anvil of every child 
and assist in forging a civic freeman; schools that will accompany the voter to the voting 
precinct and prompt the hand to cast an honest ballot; schools that will bring the ballot 
box and the people closer together, and schools that will develop a civic awakening, an Ameri- 
can patriotism that will brand and publicly disgrace any individual who barters a public 
trust or who offers to buy or sell the sacred ballot. The Normal is a democracy that is 
preparing citizens for service in a democracy. 

How Many Students Attended the Western Normal During the Past Two Scholastic Years? 
Number of Men? Number of Women? 

The following statistics pertain to the last two scholastic years: 

Number of students enrolled from September, 1913 to September, 1914 1,707 

Number of students enrolled from September, 1914 to September, 1915 1,642 

Total for the two years 3,349 

Pupils enrolling in the training school for the two years 600 

Total number, including the Training School 3,949 

2,999 regular students who entered the Normal School during the biennial period were 
appointees who signed the statement agreeing to teach in Kentucky following their 
attendance at the Normal. Those who did not sign the agreement paid regular tuition. 

Number of men enrolled 1,042 

Number of women enrolled 2,307 

Average ages approximately 22 

Number of students who had taught before entering the Normal 2,577 

Number of students who had not taught before entering the Normal School 772 

Average number of days taught by the teachers before entering the Normal School. . . 700 

Life graduates in the two years 122 

Four-year certificates granted in the two years 132 

Two-year certificates granted in the two years 239 

Students in the county certificate course obtaining county certificates by examination 
under county superintendents, approximately 900 

8 



Perspective Showing the Proposed Plant of the Western Kentucky State Normal School 




1. New Vanmeter Hall and Administration Bldg. 

2. Manual Training Building. 

3. Gymnasium. 



4. Boys' Boarding Home. 

5. Culinary Department. 

6. Girls' Boarding Home. 



7. Modern Training School. 

8. Science Hall. 

9. Library. 



1 1 . Athletic Field. 

12. Agricultural Demonstration Station. 

13. Lighting, Heating and Power Plant. 



We give above a perspective, showing the proposed plant of the Western Kentucky State Normal 
School as it will appear when finished. The Board of Regents has considered the present as well as the 
future in laying out a modern plant for the Institution. 

Many state educational institutions in this country, after having expended thousands of dollars in 
the development of a plant, have been forced to purchase a new site and begin over in order to avoid a 
crowded and unsanitary condition and to have room for the growing needs of the institution. The buildings 
have frequently been located, walks and drives constructed, and trees planted without any thought of the 
location of future buildings, of harmony and articulation and of the future requirements of the institution. 
This failure has cost heavily and has subjected the management of these institutions to just and severe 
criticism. 

The management of the Western Normal has tried to look ahead for a few hundred years and has 
earnestly attempted to make a beginning that will permit of future development. After securing one of 
the most beautiful sites in America for a great institution, expert building and landscape architects were 
employed to work with the school in laying out a plant for the future. The commanding lull upon which 
the buildings arc being constructed was laid out in contours of one hundred feci each, and an elevation of 
every fool of land on the hill was made, and every building, walk, road, for the present and for the future, 
was located. The architects who were employed to do the work were asked to hear, if possible, the con- 
versation of intelligent citizens while on the campus of the Normal and discussing I he plant one hundred 
years from now. The management believes in an economy that looks into the future and invests aery dollar 
in a way ilmi will give il a permanent earning capacity. 

The new site contains one hundred and forty-five acres of land. About one hundred acres of it is capable 
of cultivation. 

The plant is being constructed in honor of Childhood, and will, when completed, reflect tin- states- 
manship and patriotism of the Commonwealth of Kentucky. The Regents are pursuing a policy that will 
invest every dollar paid by the taxpayers of the Commonwealth and appropriated by the General Assembly 
to the institution in such a way as to make it contribute its full value to the Stale, not only now. but for 
decades to conic. They are putting every dollar into </ plant that will hare, ai its completion, economy, con- 
venience, harmony and sanitation. The Regents submit the completion of this patriotic enterprise to the 
people of the Commonwealth, fully realizing that it will take time to finish it. but. a1 the same time, en- 
tertaining the hope thai ill'' future will witness its completion. 




Some of the Rural Children Who Have Been Taught by 

It is a progressive statesmanship that realizes that what is desired in the life of the Commonwealth must be developed in the lives of those tea 

an opportunity to have more life to gn 




Teachers Who Have Attended The Western Normal. 



who train the children of the Commonwealth, 
le children of the Commonwealth. 



The Normal Schools were established in order to -iive the teachers of the Commonwealth 



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What Per Cent of the Students Are from Kentucky? 

Out of the 3,349 regular student-teachers who attended the Western Normal, during 
the past two scholastic years, all were from Kentucky except three from Alabama, one from 
Arkansas, one from Colorado, one from Florida, three from Illinois, one from Indiana, 
two from Oklahoma, one from Ohio, eight from Tennessee, seven from Mississippi, three 
from Texas and one from Wisconsin, making a total of thirty-two. All students who are 
not from Kentucky pay regular tuition. 

Is the Commonwealth Getting the Benefit of the Services of the Teachers Trained in the 
Western Normal? 

Not counting Louisville, 54% °f °^ the teachers of the Western Normal District, com- 
posed of 51 counties, have attended the Western Normal for either a long or short term. This 
applies to the scholastic year of 1915 — 1916. 

What Per Cent of These Teachers Teach in the Rural Districts? 

About 83 per cent are instructing rural pupils. 

How Many Children Have Been Taught or Are Now Being Instructed by the Teachers 
Who Have Attended the Western Normal Since It Began Active Operation? 

A conservative estimate shows that from 400,000 to 450,000 different public school 
pupils of the Commonwealth have been taught, or are now being taught, by the student- 
teachers who have taken advantage of the instruction offered in the Normal. 

What Per Cent of the Western Normal Students Have Limited Means? 

The Western Normal is distinctly a people's school. Practically all of the young men 
and women who attend the institution are of limited means and come from the rural sec- 
tions. These young men and women make teachers who not only understand rural life, 
but who are in sympathy with it and who are integral parts of it. When they catch a vision 
of a higher rural life and make a wider preparation for effective service, they go back into 
their respective communities and universally create a community spirit, develop com- 
munity ideals, interest and thrift. At least 95 per cent of all the students of the Western 
Normal make their own money before entering school and pay their own expenses while 
in school. 

Are the Students Who Attend the Western Normal Able to Pay Regular Tuition? 

The best answer to this question is in the statement of the following facts : The aver- 
age salary of the teacher in the Commonwealth is but a little over $300 annually. Out of 
this amount the necessary demands for board, clothing, and all incidental expenses must be 
met; yet these noble sons and daughters of the Commonwealth strive to put aside enough 
to enable them to attend school from five to seven months during the year, thereby en- 
riching their own lives and preparing for a larger influence and a greater usefulness. It is 
true that the average salary of the teachers (after they take advantage of the Normal and 
give themselves a richer preparation for their chosen work) is considerably higher than the 
average of all of the teachers in the Commonwealth, but many of these teachers would 















have possibly been deprived of the education they have given themselves and the larger 
service they are rendering the Commonwealth, if they had not had an opportunity to take 
advantage of free instruction. All who attend the institution are universally grateful to : 
the Commonwealth for the educational opportunities offered them and they are trying to 
show their appreciation by taking advantage of these opportunities and by giving the 
Commonwealth a better teaching service. If free tuition were not furnished, hundreds 
would not be able to attend the Normal. Even with their tuition paid, I have known hun- 
dreds of ambitious students to be forced to withdraw from school in the middle of a term 
on account of not having sufficient financial means to remain in school. 

Do Many of the Women, After Attending the Normal and Teaching for Awhile, Marry 
and Withdraw from the Teaching Profession? 

Many marry and become home-makers and they almost, without exception, take not 
only an active interest in having spiritual and physical sanitation in their homes, but 
become leaders in the educational field, and of all forms of improved fife. They make better 
home-makers, better mothers, and better community builders as a result of having at- 
tended the institution. Many of them, while here, take Domestic Science and Arts and 
upon taking charge of a home of their own become a contagion of influence and an ex- 
ample of efficient domestic life. The Commonwealth can well afford to aid these noble 
women in acquiring a training that will make them more capable workers in their future 
homes. 

Are the Schools and Teachers Improving in Efficiency and in Qualification? 

The people are taking a new interest in the education of their children. They are de- 
manding better teachers, better school houses and vitalized courses of study and are showing 
a willingness to pay for them. Consolidated and graded schools are being established, 
single room schools improved and communities developed. Much has already been ac- 
complished and there is much more to be accomplished. There is an army of noble teachers 
who are giving prepared and inspired life to the work of instructing the youth, who realize 
that before they can succeed in the work of leading the masses into spiritual and industrial 
freedom, they must be free themselves and in order to enjoy freedom they must experience 
an intellectual and spiritual birth, a new baptism in a cause that is as high as liberty. These 
teachers believe that the time has come when the Commonwealth should demand com- 
petent teachers. They are willing to assist in kindling a fire of efficiency under the feet and 
in digging a professional grave before every skalawag in the teaching profession. However, 
these teachers have a right to expect that if they concentrate and consecrate their lives 
upon the altar of teaching and make liberal expenditures of time and money for preparation 
that the generous citizenship of the Commonwealth will recognize the work and importance 
of a true and competent teacher in a free democracy and will show its appreciation and 
patriotism by paying salaries in keeping with the service rendered, the dignity of teaching, 
the expense for preparation and the cost of proper living. Estimating on the basis of the 
average salary of the teacher of the Commonwealth and upon the average efficiency of the 
masses in the different occupations, I believe that the teachers, taken as a whole, are giving 
more effective service for the money they receive than any other class of people in the 
land. The teaching profession, however, is not what it should be, nor what it is going 
to be. All of us are bound to recognize that human lives are yet being wrecked and vast 
sums of money are being wasted upon inefficient teaching. Our hope is in more strong cen- 

10 






tralized schools, better single-room schools, better school buildings, practical courses of 
study and better qualified and paid teachers. 

What Are Some of the Urgent and Immediate Needs of the Western Normal? 

Its immediate needs are many and most urgent, but the management does not, in view 
of the present condition of the fiscal affairs of the Commonwealth, hope to receive at this 
time, all of the aid the institution needs. It is earnestly hoped, however, that the General 
Assembly will be as liberal in its treatment of the institution as its work and the finances 
of the Commonwealth will justify. I give below a short statement concerning some of the 
imperative needs of the Western Normal : 

CULINARY The boarding proposition is one of the most serious questions that 

DEPARTMENT confront the institution. Hundreds of young women and men are 
being embarrassed daily and subjected to many hardships as a result 
of not having a place located near the institution where they can get table board at a reason- 
able rate. This condition is a source of disappointment and dissatisfaction among the 
students, that we can not remedy under the present conditions. There is no one need more 
imperative than a building for the establishment of a culinary department on the site of 
the institution. 

A GIRLS' Out of the 3,349 student-teachers who entered the Western Normal 

DORMITORY during the past two scholastic years, 2,307 were young women. There 
is not a building on the new site where the girls can secure rooms. They 
are frequently forced to take unsuitable boarding, at a distance of from five to ten blocks 
from the institution. The accommodation on the old site provides for only one hundred 
students. The great number of women who have entered the teaching profession and who 
are attending the institution with a view of giving their Commonwealth a more effective 
service, are certainly entitled to accommodations that will offer them comfort, health and 
convenience. This need should have very early attention and consideration, as a dormitory 
on the campus is within itself a great protection to the great number of students, and of 
course every safeguard should be thrown around them. 

A HEATING AND The Western Normal has no power plant, and labors con- 

LIGHTING PLANT tinually under great disadvantages and is put to many extra 

current expenses on account of not having a central heating 
plant. The school is in need of a power plant that will not only provide heat and light 
for the institution, but the building should be constructed in such a way as to afford room 
for a Department of Manual Training. The Normal has not been able to establish Manual 
Training on account of not having sufficient and suitable class rooms in which to do the 
work, and current funds for its maintenance. There is no more vital work to be done by 
the institution than the training of her students in Manual Training. 

A RECITATION BUILDING There is a congestion in the school on account of not having 

sufficient class room. This crowded condition can only 
be remedied through the construction of an additional building for class room purposes. 



A GYMNASIUM The Normal is in great need of a gymnasium. It is anxious to develop 
a Department of Physical Education, but this can not be done suc- 
cessfully under the congested condition that exists, and with the present annual appropria- 
tion. The school has no higher duty than to promote the health and protect the lives of 
her students and to teach them so they can return to their respective communities and 
awaken an interest in Physical Education and fundamental recreations. 

THE ANNUAL It is utterly impossible to successfully conduct the Normal on 

APPROPRIATION the present annual appropriation. Notwithstanding that the 
greatest economy has been exercised in the use of its current ap- 
propriation, the Normal has suffered severely for the want of additional funds to provide 
for its needs. 



A MODEL There is a constant and urgent demand that the Normal exemplify 

RURAL SCHOOL as soon as possible the ways and means of conducting a Rural 
School. We therefore desire to establish a Modern Rural School 
that will be suitable for almost any community in the Commonwealth. In this Model 
Rural School, it is proposed to conduct a school composed of rural children, with the differ- 
ent grades just as they would be found in the ordinary Rural School. The purpose of this 
school is to offer a course of study that will meet the demands of the Rural Community. 
It will be taught by an expert teacher who knows the Rural Problems. The hundreds of 
rural teachers who attend the Normal annually will have an opportunity to observe the work 
done in this school, study its organization, and be required from time to time to take charge 
of the children in the school and instruct them, in the presence of an expert supervisor 
and instructor. This plan is considered by Educational Experts to be one of the most 
effective means of reaching and training the Rural Teacher. 

LIBRARY There is a pressing and imperative need for a library building. The present 
BUILDING accommodations are wholly inadequate to meet the demands made upon 
the library by the hundreds of young men and women who use it daily 
while seeking a broader information to be used in the fields of service. 

SCHOOL EQUIPMENT The different departments of the Normal are greatly in need 

of equipment. This demand can not be met with the present 
annual appropriation. 

Have You Made a Summary Statement, Showing the Receipts and Disbursements of the 
Western Kentucky State Normal School? 

Exhibit "A" shows the amount received by the Western Kentucky State Normal 
School for every month, from January 1st to December 31, 1914, and the expenditures 
for the same period. Exhibit "B" shows the receipts for every month, from January 1st 
to December 31, 1915, and the expenditures for the same period. 



12 










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Have You An Itemized Statement Showing All the Expenditures of the Western Kentucky 
State Normal School? 

We have filed with Governor A. O. Stanley, Lieutenant Governor Jas. D. Black, 
the Speaker of the House of Representatives, Hon. H. C. Duffy, and Superintendent of 
Public Instruction, V. O. Gilbert, an itemized statement showing every disbursement for 
the period from January 1st, 1914 to December 31, 1915. There is also on file in the Audi- 
tor's office a similar statement and a duplicate bill for every item that has been paid 
since the enactment of the Uniform System of Accounting Law. 

We also have on file in our office a bill and a receipt for every item that has been paid 
since the establishment of the Western Kentucky State Normal School. 



15 



LIBRARY OF CONGRESS 



019 739 151 



^r 




LIBRARY OF CONGRESS^ j 

019 739 151 ol 



Hollinger Corp. 
P H8.5 



